SYLLABUS
SPED 428/528 – Curriculum & Methods in Special Education
Spring 2011
Professor:
Dr. Phillip L. Gonzales
Telephone:
Office: (575) 538-6413
Office Hours:
M- 1-4:30pm
Cell: (575) 590-5991
W-1-2pm
Th-1-3:30pm
and by appointment
E-Mail:
Gonzalesp3@wnmu.edu or tusasridge@hotmail.com
Text:
Differentiating Instruction for Students with Learning disabilities
(a joint Publication Council for Exceptional Children & Corwin Press)
Differentiated Instruction Guide for Inclusive Teaching – Anne Moll, Ed.D.
New Mexico Content Standards, Benchmarks, and Performance Students
(can be downloaded from www.ped.state.nm.us)
Catalog Description:
Provides teachers of students with disabilities with basic background in methods, materials, IEP
And curriculum development; emphasizes the analysis and selection of curricula, instructional
methods, and the use of materials in the educational process for children with disabilities.
Instructional Objectives:
1. Utilize the Content Standards, Benchmarks, and Performance Standards to develop a curriculum
unit that incorporates a content area and language arts.
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Develop and present a Lesson Plan relating to the curriculum unit.
Download and examine the components of an IEP.
Write meaningful instructional goals and objectives.
Determine appropriate service delivery models.
Identify appropriate accommodations for various exceptionalities and subjects.
Understand the function of classroom assessments using criterion-based assessment formats.
Explore the three-tiered referral process and Response to Intervention.
Competencies:
Professional Knowledge
1. The professor explains and discusses current and historical state and national rules and
regulations related to Special Education Practice.
2. The professor explains and discusses the procedural safeguards related to educational
services available to students with disabilities.
3. The professor explains and discusses state and federal mandates for students with
disabilities.
Parent/Professional Communication Skills
1. The professor demonstrates knowledge of sensitivity to cultural, social, environmental,
and ethnic dynamics in interpersonal and group interactions with students, parents,
paraprofessionals and professionals.
2. The professor describes various models of service deliver at all service levels.
Exceptionalities
1. The professor describes the cognitive, physical, cultural, social, and emotional needs of
each exceptionality.
Least Restrictive Environment (LRE)
1. The professor describes the rationale necessary to determine a child’s LRE.
2. The professor demonstrates knowledge of common delivery options related to LRE.
3. The professor describes the pros and cons of LRE.
IEP Team
1. The professor describes the role and responsibilities of the IEP team.
2. The professor describes the composition of the team.
Medical and Health Needs
1. The professor identifies and describes programs and assistive technologies that enhance
functioning.
The Individual (ized) Educational Program (Plan) - IEP
1. The professor identifies the procedural steps for the development and implementation
of the IEP.
2. The professor describes the procedures and strategies necessary for the participation in
the general education curriculum and statewide assessment system.
3. The professor describes collaboration with general educators, administrators, related
service personnel and parents in the development and implementation of the IEP.
4. The professor describes the development of appropriate annual goals and short term
objectives/benchmarks.
5. The professor describes the timelines and procedures for the implementation of the IEP.
Curriculum Development
1. The professor discusses the knowledge necessary to teach the curricula that is aligned
with Content Standards and Benchmarks.
2. The professor describes the practice of individualized modifications and
accommodations.
3. The professor discusses the knowledge of alternate curricula that is aligned with
Content Standards and Benchmarks for students whom the general curriculum is not
appropriate.
Instructional Strategies
1. The professor describes data-based approaches to instruction, including assessment,
assistive technology, direct instruction, monitoring and evaluation.
2. The professor describes and demonstrates various methods for individualizing
instruction that ensures the student’s access to the general (ed) curriculum.
3. The professor describes the design and implementation of appropriate lesson planning
and methods for managing individuals, small groups, large groups, inclusive groups and
individual instruction.
4. The professor describes how data is used to adapt and revise programs.
5. The professor describes the role of advocacy for all teachers.
Transition
1. The professor describes models for enabling exceptional learners to make transition
from special education to regular education, early intervention to school, level to level,
and high school to post-secondary.
2. The professor discusses evaluations as well as interagency collaboration for students
and their families.
Diversity
1. The professor describes learning styles related to instructional opportunities and
adaptations for diverse learners.
2. The professor describes current research findings related to individual differences that
include linguistic backgrounds, culture, developmental levels, exceptionalities, and
gender.
Classroom Management
1. The professor describes the classroom in terms of safety and appropriateness.
2. The professor describes factors that affect motivation and learning.
3. The professor implements adaptations that are appropriate for students with special
needs.
Course Requirements – Assignments
1. Attendance – Attendance is required for each class meeting for the entire period. Please refer
to the WNMU catalog.
2. UNIT – Two separate sections
Part 1:
Elementary & SPED Majors – Using the New Mexico State Content Standard and Benchmarks for Social
Studies and/or Science, students will select a unit of study (for example: Solar System, energy, Native
Americans, or Constitution.
Secondary Majors– Using the New Mexico State Content Standards and Benchmarks for the area of
major, students will be required to complete a unit in their content area.
Part 2:
Reading and writing are integrated into every subject, students will build this into their content area
unit. Focus on the New Mexico State Content Standards and Benchmarks for Language Arts.
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Language arts incorporates oral language development, phonics, reading fluency, reading
comprehension, spelling, listening comprehension, and writing.
Include all of these components
Please Note:
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Student will identify an exceptionality (e.g. ED, MR, LD), select a grade level for which the unit is
intended and a service delivery model in which the unit would be implemented in.
Units must be organized, comprehensive, done individually and reflect an attempt to produce
scholarly work.
Materials for the unit can be obtained from ready-made curriculum materials, Internet, student
originated, etc. Materials should be varied and not all from the same source.
Students must include goals, objectives, a comprehensive list of specific standards
benchmarks and performance standards, resources used and assessments that would be
targeted using this unit.
Must incorporate activities from all levels of Bloom’s Taxonomy.
Must include specific day by day schedule for a one week period (what you will do day 1, 2, etc.
Each unit must list and describe assessment measures for this particular unit of study. The
assessment must incorporate both closed and open-ended questions as per NMSBA discussion.
3. LESSON PLAN
Based on your unit, you will write one typed comprehensive lesson plan that will be presented
to the entire class. Lesson Plans must follow instructor’s format and must include
accommodations.
Presentation Guidelines:
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Your Presentation:
Must be interesting
At least 15 minutes in length (time limit may be adjusted based on class enrollment)
Must have a copy of the lesson plan for each member in the class including instructor
Must implement a method of instruction useful in teaching the exceptionality that you selected
for your unit.
4. Graduate Students:
Students seeking graduate credit (SPED528) must prepare and submit four (4) typed additional
lesson plans. These lesson plans will be in written form only – not presented in class.
5. Fieldwork:
Every student will participate in thirty (30) hours of fieldwork. Once your assignments have
been made, it will be your responsibility to develop a schedule with the assigned teacher.
Students will be required to complete a Reflection from their fieldwork experience (date to be
determined). Reflections must be typed and must incorporate all of the SOE Teacher Education
Program Outcomes.
6. IEP Modules
So that students become familiar with developing and completing IEPs, every student will be
required to complete three (3) modules from the University of Kansas. The web-based modules
are designed for moving educational interventions from research to practice. The modules have
been validated for teaching students with disabilities and have been established as effective
teaching practices. Every student will be required independently complete the handouts for all
three modules. The modules have excellent information in them.
7.
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Ground Rules:
Treat individual opinions with respect.
drinks are ok – snacks & food should be saved for breaks.
Tardiness should be avoided
Students are expected to stay in class for the duration of the class (4-6:45)
Evaluation Criteria:
Unit – 1st half
50 points
Unit – 2nd half
50 points
Lesson Plan(s)
50 points
IEP Module
50 points
Field Experience
50 points
Reflections
variable
Total Possible Points
250 points
A
250 -225
B
224-199
C
198-175
D
SEE INSTRUCTOR
F
COURSE EXPECTATIONS AND WNMU POLICIES:
Participation:
Participation in class discussion and small group activities is required
Assignments:
Students must complete readings and all assignments. All work will be graded on content,
grammar, spelling, neatness, etc. Every student is expected to observe standards of honesty and
integrity in all academic work completed at WNMU. Students will be penalized for infractions, including
but not limited to the following examples of academic dishonesty: representation of the work of others
as one’s own, failure to cite sources, unauthorized assistance in any academic work, obtaining and/or
using tests unless distributed by the professor, or copying the work of another. Any infraction of
academic honesty and integrity will result in an automatic failure of the course.
Informed Consent:
At times, participants (including the professor) will use personal information to clarify a discussion point.
Therefore, it is important that all classmates agree not to discuss or write about what other students
have talked about in class.
Caveats:
The schedule and procedures in this course are subject to change in the event of extenuating
circumstances.
Schedule of Activities:
Jan 11
Introduction of Syllabus & class expectations
Jan 18
Standards-based education reform
Jan 25
New Mexico Content Standards, Benchmarks, & Performance
Standards
Feb 1
Response to Intervention
Feb 8
Individualized Educational Programs
Feb 15
Curriculum Development
Feb 22
Differentiated Instruction
Mar 1
Universal Design for Learning
Mar 7-11
Spring Break!!!
Mar 15
Access to the General Education Curriculum & DI
Mar 22
Differentiation in Reading & Literacy Instruction
Mar 29
Designing Differentiated Lesson Plans
Apr 5
Apr 12
Apr 19
Apr 26
Class Presentations
May 4
Class Presentations
May 9-12
Finals Week